Chariho Regional High School Serving the Communities of Charlestown, Richmond, and Hopkinton in Southern Rhode Island Created by Katie H Pelloni 455A Switch Road Wood River Junction, RI 02894Main Phone: 401-364-7778School Hours-7:30 AM – 2:15 PM
The District Mission is to ensure that all students meet high academic standards and are prepared for lifelong learning and productive global citizenship.
“Home of the Chargers”
Barry Ricci, Superintendent of Schools Laurie Webber, Principal Craig MacKenzie, Assistant Principal 455A Switch Road Wood River Junction, RI 02894 Phone: (401) 364-7575 Fax: (401) 415-6076
For futher information on Chariho School District please visit: http://chariho.k12.us
Introduction Welcome to the home of the Chariho Regional High School Chargers! Chariho is a regional High School, which is made up of Richmond, Hopkinton and Charlestown. The three towns share the same middle and high school which are both located on the same campus. Wood River Junction is a small town in Southern Rhode Island, total enrollment in the high school is 1249 students. Also located on the campus is a career and technical facility, which has 430 students enrolled from all over South County. Chariho school system as a whole is the largest school district in Rhode Island, the campus itself is 126 square miles. Not only do they offer exceptional education to students, but they also offer after school activities, sports, music, art and student events all which help make up “Charger Pride”.
Community Background Chariho Regional School District is comprised of three different towns, Richmond, Charlestown and Hopkinton. Each town consists of multiple villages within each; Hopkinton includes Hope Valley, Rockville, Ashaway and Bradford. Richmond consists of Alton, Arcadia, Carolina, Kenyon, Shannock, Usquepaug, Woodville and Wyoming. The town of Charlestown comprises of no villages, but includes The Narragansett Indian Tribe. The Population of Hopkinton is 8188 in a 44.1 square mile radius, the population of Richmond is 7708 in a square mile radius and the population of Charlestown is 7827 in a 59.3 square mile radius. The race of this community is mainly white, comprising 94.9% of the population, which is higher than the average for the state which is 81.4% and significantly higher than the US average of 72.4%.
The majority of the population in Charlestown is white, comprising of 94.9% of the population in this area. The 94.9% white population is much higher than Rhode Island and The United States. This can be compared to 81.4% in Rhode Island and 72.4% in The United States. Charlestown in also home to The Narragansett Indian Tribe, which makes up 1.9% of the population.
Charlestown is a prospering, consisting of both year round residents, and many seasonal residents. It is a beach community with many small businesses. The median household income for residents in Charlestown is higher than the median income for both the state of Rhode Island and The United States. Charlestown’s median income being $70,969, Rhode Island $54,902 and The United States $51,914. Per capita income is also higher in Charlestown, according to the 2010 Census report it came in at $35,805 compared to Rhode Island $28,707 and The United States $27,334.
One of the most impressive results in the graduation rate of students residing in Charlestown, 88% of students graduate from Chariho High School, which can be compared to 83.7% of students residing in the state of Rhode Island.
Even during these hard economic times, the residents of Charlestown have managed to stay employed, having only 3.5% unemployment rate, compared to the national rate of 8.10%. Because of the low percent of unemployment, the percent of families living below poverty level is also significantly lower at 1.8% compared also to that of the national rate 10.1%.
District Summary
In order to understand where Chariho High School falls among other public school districts in Rhode Island, it is compared to what is considered the highest rated school, Barrington and also to the lowest rated school, Central Falls. Some of the most comparative data would be from the 2011-20122 NECAP test scores for all three school districts. It shows that above all is Barrington High School, scoring highest of all three school. It also shows Central Falls test scores falling way below even a median average. Chariho High School falls just below Barrington in Math, Writing and Reading, however does appear to fall short on the Science scores.
After comparing the NECAP test chart against the Qualification & Student-Teacher ratio chart, it becomes more clear as to why the test scores appear as they do. When comparing scores of Chariho to Central Falls a possible reason for the scores could be the percent of teachers that are not highly qualified is much higher in Central Falls than Chariho.
School Analysis Chariho High School includes grades nine through twelve, they are not only tested annually using NECAP testing, but also SAT Exams for seniors. In order to see how Chariho High School places within in the state, it is compared to Barrington and Central Falls SAT scores. Chariho High School’s scores show that they are higher than the State average of 482 with test scores averaging around 520. Their scores are also much higher than those of Central Falls whose average is 377, and slightly lower than the average of Barrington, whose average is 559. Chariho High Schools lowest SAT scores were in writing, however they were still above the State average by 72 points.
It is interesting to see Chariho High Schools funding compared to other schools in the State. Their annual property value per student is $1,293,092 and per pupil expenditure is $15,783. Despite Barrington High being considered one of the top in the state, Chariho has a much higher property value per student and also a higher budget per pupil expenditure. Chariho’s budget is nearly $1.1 million higher than the budget of Central Falls.
Conclusion Chariho High School is a great option when looking for the proper education for your child, its close knit community and strong educational background makes it a perfect fit for every student. Due to the fact that the school district comprises of three different towns, there is a more diverse demographic within the community. Chariho not only provides a great learning atmosphere, it meets and exceededs all the necessary standards set by the State of Rhode Island. Staff and faculty at Chariho High School are always attending up-to date seminars and trainings in order to provide students with the best education they can. Chariho High School also underwent a recent $20.5 million remodel, upgrading its library, greenhouses, courtyard, guidance department and school grounds. Below are some photos of Chariho High School, students, sports and Charger Pride….
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE 5/ 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE 5/ 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE 4/ 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE3 / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE8 /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Rubric
Introduction = REPLACEWITHSCORE 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE 5/ 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Serving the Communities of Charlestown, Richmond, and Hopkinton in Southern Rhode Island
Created by Katie H Pelloni
455A Switch Road Wood River Junction, RI 02894Main Phone: 401-364-7778School Hours-7:30 AM – 2:15 PM
The District Mission is to ensure that all students meet high academic standards and are prepared for lifelong learning and productive global citizenship.
Barry Ricci, Superintendent of Schools
Laurie Webber, Principal
Craig MacKenzie, Assistant Principal
455A Switch Road
Wood River Junction, RI 02894
Phone: (401) 364-7575
Fax: (401) 415-6076
For futher information on Chariho School District please visit: http://chariho.k12.us
Introduction
Welcome to the home of the Chariho Regional High School Chargers! Chariho is a regional High School, which is made up of Richmond, Hopkinton and Charlestown. The three towns share the same middle and high school which are both located on the same campus. Wood River Junction is a small town in Southern Rhode Island, total enrollment in the high school is 1249 students. Also located on the campus is a career and technical facility, which has 430 students enrolled from all over South County. Chariho school system as a whole is the largest school district in Rhode Island, the campus itself is 126 square miles. Not only do they offer exceptional education to students, but they also offer after school activities, sports, music, art and student events all which help make up “Charger Pride”.
Community Background
Chariho Regional School District is comprised of three different towns, Richmond, Charlestown and Hopkinton. Each town consists of multiple villages within each; Hopkinton includes Hope Valley, Rockville, Ashaway and Bradford. Richmond consists of Alton, Arcadia, Carolina, Kenyon, Shannock, Usquepaug, Woodville and Wyoming. The town of Charlestown comprises of no villages, but includes The Narragansett Indian Tribe. The Population of Hopkinton is 8188 in a 44.1 square mile radius, the population of Richmond is 7708 in a square mile radius and the population of Charlestown is 7827 in a 59.3 square mile radius. The race of this community is mainly white, comprising 94.9% of the population, which is higher than the average for the state which is 81.4% and significantly higher than the US average of 72.4%.
The majority of the population in Charlestown is white, comprising of 94.9% of the population in this area. The 94.9% white population is much higher than Rhode Island and The United States. This can be compared to 81.4% in Rhode Island and 72.4% in The United States. Charlestown in also home to The Narragansett Indian Tribe, which makes up 1.9% of the population.
Charlestown is a prospering, consisting of both year round residents, and many seasonal residents. It is a beach community with many small businesses. The median household income for residents in Charlestown is higher than the median income for both the state of Rhode Island and The United States. Charlestown’s median income being $70,969, Rhode Island $54,902 and The United States $51,914. Per capita income is also higher in Charlestown, according to the 2010 Census report it came in at $35,805 compared to Rhode Island $28,707 and The United States $27,334.
One of the most impressive results in the graduation rate of students residing in Charlestown, 88% of students graduate from Chariho High School, which can be compared to 83.7% of students residing in the state of Rhode Island.
Even during these hard economic times, the residents of Charlestown have managed to stay employed, having only 3.5% unemployment rate, compared to the national rate of 8.10%. Because of the low percent of unemployment, the percent of families living below poverty level is also significantly lower at 1.8% compared also to that of the national rate 10.1%.
District Summary
In order to understand where Chariho High School falls among other public school districts in Rhode Island, it is compared to what is considered the highest rated school, Barrington and also to the lowest rated school, Central Falls. Some of the most comparative data would be from the 2011-20122 NECAP test scores for all three school districts. It shows that above all is Barrington High School, scoring highest of all three school. It also shows Central Falls test scores falling way below even a median average. Chariho High School falls just below Barrington in Math, Writing and Reading, however does appear to fall short on the Science scores.
After comparing the NECAP test chart against the Qualification & Student-Teacher ratio chart, it becomes more clear as to why the test scores appear as they do. When comparing scores of Chariho to Central Falls a possible reason for the scores could be the percent of teachers that are not highly qualified is much higher in Central Falls than Chariho.
School Analysis
Chariho High School includes grades nine through twelve, they are not only tested annually using NECAP testing, but also SAT Exams for seniors. In order to see how Chariho High School places within in the state, it is compared to Barrington and Central Falls SAT scores. Chariho High School’s scores show that they are higher than the State average of 482 with test scores averaging around 520. Their scores are also much higher than those of Central Falls whose average is 377, and slightly lower than the average of Barrington, whose average is 559. Chariho High Schools lowest SAT scores were in writing, however they were still above the State average by 72 points.
It is interesting to see Chariho High Schools funding compared to other schools in the State. Their annual property value per student is $1,293,092 and per pupil expenditure is $15,783. Despite Barrington High being considered one of the top in the state, Chariho has a much higher property value per student and also a higher budget per pupil expenditure. Chariho’s budget is nearly $1.1 million higher than the budget of Central Falls.
Chariho High School is a great option when looking for the proper education for your child, its close knit community and strong educational background makes it a perfect fit for every student. Due to the fact that the school district comprises of three different towns, there is a more diverse demographic within the community. Chariho not only provides a great learning atmosphere, it meets and exceededs all the necessary standards set by the State of Rhode Island. Staff and faculty at Chariho High School are always attending up-to date seminars and trainings in order to provide students with the best education they can. Chariho High School also underwent a recent $20.5 million remodel, upgrading its library, greenhouses, courtyard, guidance department and school grounds.
Below are some photos of Chariho High School, students, sports and Charger Pride….
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HTTP:WWW.CENSUS.GOV/
HTTP://WWW.RIKIDSCOUNT.ORG/
Rubric
reviewed by Ana Maria Duque
Introduction = REPLACEWITHSCORE 5/ 5 pts.
Organization = REPLACEWITHSCORE 5/ 5 pts.
Mechanics = REPLACEWITHSCORE 5/ 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE 4/ 5 pts.
Creativity = REPLACEWITHSCORE3 / 5 pts.
Thoroughness = REPLACEWITHSCORE8 /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Rubric
Introduction = REPLACEWITHSCORE 5 pts.
Organization = REPLACEWITHSCORE 5/ 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.